Exposure of dermatology postgraduate trainees to different learning resources and procedural skills in Pakistan.

Objective To determine the learning resources and procedures used for dermatology postgraduate training in Pakistan. Methods Trainees from different centers accredited for dermatology postgraduate training in Pakistan were approached. A pre-designed proforma was filled by 100 dermatology trainees of FCPS, MCPS and MD programs . Results Hundred percent trainees followed Rook’s Textbook of Dermatology as a major learning resource. The most commonly read journal was Journal of American Academy of Dermatology. Scientific conferences had been attended by less than 50% students. Most of the students were participating in clinical case discussions, while clinical slide sessions and histopathology sessions were not being attended by all. Most commonly learnt diagnostic procedure was fungal scraping (92%), least common was immunofluorescence (16%). Out of various therapeutic procedures, electrocautery was being performed by 100% students while dermal fillers and botox injections by none. Conclusion There is a wide variation in exposure of dermatology residents to various learning resources and procedural skills across different teaching units of the country. The most lacking part of training highlighted in this study is the aesthetic or cosmetic aspects of dermatology.Objective To determine the learning resources and procedures used for dermatology postgraduate training in Pakistan. Methods Trainees from different centers accredited for dermatology postgraduate training in Pakistan were approached. A pre-designed proforma was filled by 100 dermatology trainees of FCPS, MCPS and MD programs . Results Hundred percent trainees followed Rook’s Textbook of Dermatology as a major learning resource. The most commonly read journal was Journal of American Academy of Dermatology. Scientific conferences had been attended by less than 50% students. Most of the students were participating in clinical case discussions, while clinical slide sessions and histopathology sessions were not being attended by all. Most commonly learnt diagnostic procedure was fungal scraping (92%), least common was immunofluorescence (16%). Out of various therapeutic procedures, electrocautery was being performed by 100% students while dermal fillers and botox injections by none. Conclusion There is a wide variation in exposure of dermatology residents to various learning resources and procedural skills across different teaching units of the country. The most lacking part of training highlighted in this study is the aesthetic or cosmetic aspects of dermatology.Objective To determine the learning resources and procedures used for dermatology postgraduate training in Pakistan. Methods Trainees from different centers accredited for dermatology postgraduate training in Pakistan were approached. A pre-designed proforma was filled by 100 dermatology trainees of FCPS, MCPS and MD programs . Results Hundred percent trainees followed Rook’s Textbook of Dermatology as a major learning resource. The most commonly read journal was Journal of American Academy of Dermatology. Scientific conferences had been attended by less than 50% students. Most of the students were participating in clinical case discussions, while clinical slide sessions and histopathology sessions were not being attended by all. Most commonly learnt diagnostic procedure was fungal scraping (92%), least common was immunofluorescence (16%). Out of various therapeutic procedures, electrocautery was being performed by 100% students while dermal fillers and botox injections by none. Conclusion There is a wide variation in exposure of dermatology residents to various learning resources and procedural skills across different teaching units of the country. The most lacking part of training highlighted in this study is the aesthetic or cosmetic aspects of dermatology.Objective To determine the learning resources and procedures used for dermatology postgraduate training in Pakistan. Methods Trainees from different centers accredited for dermatology postgraduate training in Pakistan were approached. A pre-designed proforma was filled by 100 dermatology trainees of FCPS, MCPS and MD programs . Results Hundred percent trainees followed Rook’s Textbook of Dermatology as a major learning resource. The most commonly read journal was Journal of American Academy of Dermatology. Scientific conferences had been attended by less than 50% students. Most of the students were participating in clinical case discussions, while clinical slide sessions and histopathology sessions were not being attended by all. Most commonly learnt diagnostic procedure was fungal scraping (92%), least common was immunofluorescence (16%). Out of various therapeutic procedures, electrocautery was being performed by 100% students while dermal fillers and botox injections by none. Conclusion There is a wide variation in exposure of dermatology residents to various learning resources and procedural skills across different teaching units of the country. The most lacking part of training highlighted in this study is the aesthetic or cosmetic aspects of dermatology. [ABSTRACT FROM AUTHOR]